PROMOTING SELF-EFFICACY AND EMPLOYABILITY SKILLS OF TERTIARY EDUCATION STUDENTS IN NIGERIA: OPTIMIZING 'STUDENTS INDUSTRIAL WORK EXPERIENCE SCHEME' (SIWES)

2021 ◽  
Author(s):  
Evelyn Orji ◽  
Rachel Uche
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Tertiary Education ◽  
Employability Skills ◽  
Education Students ◽  
Industrial Work

scholarly journals Employability Skills of Students with Learning Disabilities in Sekolah Menengah Pendidikan Khas Vokasional Indahpura

2019 ◽  
Vol 9 (2) ◽  
pp. 2622-2629
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Self Efficacy ◽  
Special Education Students ◽  
Employability Skills ◽  
Survey Method ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Pearson Coefficient ◽  
Strong Positive Relationship

The unemployability among special education students with learning disabilities in Malaysia is seen to be alarming. Their skills often disputed by some of the community and are considered working inefficiently. Hence, this study is conducted to identify the employability skills among the learning disabilities students in Sekolah Menengah Pendidikan Khas (SMPK) Vokasional Indahpura. This quantitative study through a survey method involved 60 of the second year learning disabilities students of SMPK Vokasional Indahpura. A set of questionnaires was adapted from the Secretary's Commission on Achieving Necessary Skills (SCANS) and the General Self-Efficacy (GSE) scale to study the employability skills and self-efficacy were used as the instrument of this study. The data obtained are statistically analysed using frequency, mean, standard deviation, percentage, t-test, one-way ANOVA, and Pearson Coefficient through the Statistical Package for Social Science (SPSS) 19.0 version. The results have shown that students employability skills and self-efficacy level are moderate. There are significant differences in the students' employability skills in terms of courses attended. However, there were no significant differences in the students' employability skills in terms of career transition. The study has identified there is a strong positive relationship between students self-efficacy and employability skills. It is concluded that special education students with learning disabilities need to improve their employability skills by continuously engaging in the entrepreneurship program, community program, self quality enhancement courses as well as training at the relevant agencies to become a better person, competitive and able to serve the country

Hope and Positive Development in the Third Decade of Life. A Theoretical Perspective on Tertiary Education Students in Cameroon

2020 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Emerging Adults ◽  
Tertiary Education ◽  
Theoretical Perspective ◽  
Positive Development ◽  
Education Students ◽  
The Third ◽  
Academic Activities ◽  
Transition Into Adulthood ◽  
Sub Saharan ◽  
The University

University is relatively considered a stressful moment in the life of students due to numerous academic workloads and academic activities. The situation is further aggravated by the fact that some university students are in emerging adulthood, a developmental period which is psychologically fraught with uncertainty, instability and identity issues among others. Added to these, the context of most universities like Cameroon which is marred with political, economic and social turbulence common to other developing societies in the sub Saharan region makes life unbearable. Looking at the challenges that confront tertiary education students in the third decade of life, increases possibilities of fears that they will founder thus narrowing the route to a blossomed transition into adulthood and through the university from home into the world of work. However, observations reveal that some have remained hopeful as they continuously believe in themselves and their worth. As such, they have resiliently shrugged off the vast burden placed on them by the adult society as they struggle intentionally with continuous efforts to succeed. Being hopeful and self-efficacy beliefs are observed to be some of the effective drivers that pull emerging adults through the storms of university transition thus facilitating positive development into subsequent life stages. Unfortunately just a paucity of literature albeit theoretically actually narrates via scholarly corridors the monumental successes recorded by students as they sail flourishingly through university in the midst of storms an in the third decade of life. This paper examines and addresses the foregoing through the lenses of some theories.

scholarly journals The Role of Family Influence and Academic Satisfaction on Career Decision-Making Self-Efficacy and Happiness

2021 ◽  
Vol 18 (11) ◽  
pp. 5919
Author(s):  
Orhan Koçak ◽  
Namık Ak ◽  
Sezer Seçkin Erdem ◽  
Mehmet Sinan ◽  
Mustafa Z. Younis ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Work Experience ◽  
Self Efficacy ◽  
Social Stress ◽  
Quantitative Research ◽  
Career Decision ◽  
Family Influence ◽  
Cross Sectional ◽  
Holistic View ◽  
Academic Satisfaction

Careers are a reality of life that need to be considered as multi-dimensional in today’s modern societies. Choosing a career is a complex process that coincides with high school and university ages, creating psycho-social stress. Considering the literature, the effects of different environmental factors have been revealed in separate studies. This study examines both individual and environmental factors together. By adopting a quantitative research method, we collected cross-sectional data through online questionnaires from 1130 university students. The association of family influence and academic satisfaction with happiness through career decision self-efficacy was meaningful using gender, age, income, and parents’ education as control variables. Family influence and academic satisfaction were positively correlated with career decision self-efficacy and happiness. In conclusion, we found that family influence and support, students’ work, and academic satisfaction are positively significant in terms of the career process and happiness. It was understood that the career reality should be considered with a holistic view that includes family, school, and work experience.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

Self-Efficacy in a Sample of Education Majors and Teachers

2002 ◽  
Vol 91 (3) ◽  
pp. 935-939 ◽  
Author(s):  
Marian J. Parker ◽  
A. J. Guarino ◽  
Roy Wade Smith
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Significant Interaction ◽  
Teaching Efficacy ◽  
Education Majors ◽  
Education Students ◽  
Personal Teaching Efficacy ◽  
Teaching Implications

The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.

scholarly journals An Investigation of the Variables Predicting Faculty of Education Students’ Speaking Anxiety through Ordinal Logistic Regression Analysis

2016 ◽  
Vol 6 (1) ◽  
pp. 27
Author(s):  
Ebru Bozpolat
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Logistic Regression Analysis ◽  
Self Efficacy ◽  
Public Speaking ◽  
Education Students ◽  
Speaking Anxiety ◽  
Ordinal Logistic Regression Analysis ◽  
Faculty Of Education ◽  
Speech Content

The purpose of this study is to determine whether Cumhuriyet University Faculty of Education students’ levels of speaking anxiety are predicted by the variables of gender, department, grade, such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking”, “effective speaking”, “applying the speaking rules”, “organizing the speech content”, and “evaluating the speech”. Correlational survey model is employed in the study. While the dependent variable of the study is students’ “speaking anxiety”, its independent variables are gender, department, grade, and such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking”, “effective speaking”, “applying the speaking rules”, “organizing the speech content”, and “evaluating the speech”. The research population consists of 2983 students studying at seven departments of Faculty of Education of Cumhuriyet University in the 2015-2016 academic year. The research sample, on the other hand, is composed of 1057 students from seven departments of Faculty of Education of Cumhuriyet University. Data were collected via “Scale of Speaking Anxiety for Prospective Teachers”, which was developed by Kınay and Özkan (2014) to determine pre-service teachers’ speaking anxiety, and “Speaking Self-Efficacy Scale for Pre-Service Teachers”, which was developed by Katrancı and Melanlıoğlu (2013) to determine pre-service teachers’ speaking self-efficacy. Data were collected through ordinal logistic regression analysis as the dependent variable was made three-category and ordinal through cluster analysis. According to the logistic regression analysis results, gender, department, such sub-dimensions of “Speaking Self-Efficacy Scale for Pre-Service Teachers” as “public speaking” and “applying the speaking rules” have a significant influence on speaking anxiety.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

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